Enhancing Student Evaluation: A Study of Formative and Summative Assessment Practices in Primary Schools

Abstract

This article explores assessment in the Kosovo primary education system, focusing on the content to be assessed and the methods used to measure student learning. The study seeks to characterize typical assessment methods, including assessment models, to determine the extent to which they contribute to the quality of teaching and to students' learning. The study focuses in particular on formative and summative assessment, exploring their use in practice and the teacher attributes within this context. Initial results indicate that the predominant use of summative assessment is sensitive to demographic characteristics, such as teacher age and level of professional training. Older teachers favour summative methods more, which emphasise evaluating student performance at set times. On the other hand, younger teachers are less biased towards formative and summative approaches, with a greater focus on both for continuous feedback and active learning and development. It is promising, in line with this move from static (or ``traditional'') student-guided assessments to assessments more grounded in students' personalised learning and curricular needs. Lessons learned from the analysis reveal the role of the teacher's training, teaching practice, and pedagogical knowledge in informing assessment activities. By offering evidence-based guidelines, the study leads to education reforms and policy decisions to promote an integrated assessment format that enriches the entire learning process for all students. Finally, it promotes a teaching and assessment approach oriented to children that improves teaching and learning quality, supports diverse learning needs, and enhances educational achievements across the primary school system in Kosovo.